Evidence-based practice

To whet the appetite for next month’s Excellence in Professional Practice Conference, we speak to both keynote speakers – Professor Stephen Dinham and Professor Nan Bahr – and revisit the EPPC archive to share snippets from interviews with previous presenters.

You’ve been to a great workshop, picked up information from a PD session, or read a research paper, but how do take the next step and use what you’ve learned to improve your own practice?

Since Eltham High School began using a collaborative problem solving assessment tool to collect meaningful data, they now have a clear idea about students’ skills in both of these areas.

You’ve probably heard the claim that you learn better when information is presented in your preferred ‘learning style’. Where did this neuromyth come from? Dr Tanya Vaughan explains.

'Targeted teaching is characterised by an unrelenting focus on "big ideas", without which students’ progress in mathematics will be seriously impacted.' Professor Di Siemon discusses how targeted teaching in relation to six ‘big ideas’ in number can lift student achievement in mathematics.

Having a strong school professional learning community benefits students and teachers alike, but how do you go about building one?

A new research review offers some practical pointers for teachers and recommendations for successful adoption of the student-centred approach to project-based learning.

In an effort to understand how students learn, these researchers have collaborated across disciplines to explain the role of synchrony in collaborative learning.

Are you making the most of your learning space? In this month’s Research Files, we find out about the Innovative Learning Environments and Teacher Change (ILETC) project.

November is learning spaces month at Teacher magazine. Here, school designer, education facility planner, researcher and educator Peter Lippman looks at the history of school design and the importance of structure in open and flexible spaces.